Assessing mathematical competence through challenging tasks

Jane Hubbard, James Russo, Sharyn Livy

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review


Making accurate judgements and interpretations about student growth and progress in mathematics can be problematic when using open-ended assessments. This study reports on the development of a class-based assessment instrument and marking key designed to assess Year 2 students’ mathematics competence to reflect their learning of mathematics through a challenging tasks approach. A qualitative coding process was undertaken to analyse the written responses of 59 Year 2 students resulting in the development of a 7-point marking key to identify levels of progress. The marking key proved effective in supporting the interpretation of the written responses and identifying future learning pathways.
Original languageEnglish
Title of host publicationMathematical Confluences and Journeys
Subtitle of host publicationProceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia
EditorsNoleine Fitzallen, Carol Murphy, Vesife Hatisaru, Nicole Maher
Place of PublicationAdelaide SA Australia
PublisherMathematics Education Research Group of Australasia (MERGA)
Number of pages8
ISBN (Electronic)9781920846336
Publication statusPublished - 2022


  • Mathematics education
  • Assessment
  • Problem Solving
  • Challenging Tasks
  • Primary education
  • Marking key

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